体育游戏对随班就读智力残疾儿童亲社会行为的影响

段冠婷; 尚晓霞; 侯会生; 郑世成; 时文霞

doi:10.16835/j.cnki.1000-9817.2025055

体育游戏对随班就读智力残疾儿童亲社会行为的影响

doi: 10.16835/j.cnki.1000-9817.2025055

1.
中央民族大学体育学院，北京 100081
2.
河北经贸大学体育教学部
3.
北京师范大学体育与运动学院

详细信息

作者简介:
段冠婷(1994-)，女，山西省人，博士，讲师，主要研究方向为特殊儿童的运动心理康复、运动心理学

通讯作者:
侯会生，E-mail：348542743@qq.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 B844.1 G633.96 G812.49
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- 被引次数: 0
出版历程
- 收稿日期: 2024-10-07
- 修回日期: 2024-12-02
- 网络出版日期: 2025-03-05
- 刊出日期: 2025-02-25

Impacts of sports games on prosocial behavior of children with intellectual and developmental disabilities attending regular classes

1.
School of Physical Education, Minzu University of China, Beijing (100081), China

摘要

摘要: 目的探讨以信息-动机-行为技巧模型(IMB)为框架设计的体育游戏对随班就读智力残疾(IDD)儿童亲社会行为的影响，为促进学龄IDD儿童的亲社会行为发展提供参考依据。方法 2023年2—3月，在北京市运用微信家长群发送信息的方式招募40名就读于北京市普通学校的8~9岁的智力残疾儿童，采用抽签法分为试验组(干预前19名，干预后17名)和对照组(干预前19名，干预后19名)。研究期间，试验组与对照组儿童接受同频且同质的常规体育活动，试验组儿童在此基础上进行为期13周(每周4次，每次50 min)基于IMB模型的体育游戏干预。干预游戏分基础和发展训练两大模块进行：以情绪识别为主的低难度体育游戏、以“亲社会”等社会性训练为主的中低和中难度体育游戏干预。干预前后运用Griffith共情问卷(GEM)和青少年亲社会行为量表(PBSA)评估两组儿童的共情能力和亲社会行为水平。结果干预后，试验组GEM中的认知共情维度、情绪共情维度和共情总分(39.15±2.85，38.54±1.94，77.69±3.95)均高于对照组(32.18±4.18，32.28±4.28，64.56±6.48)和干预前(33.92±4.94，31.30±4.61，65.23±8.47)，差异均有统计学意义(F值分别为12.06，6.99，14.90；8.95，7.36，13.22，P值均 < 0.05)。干预后，试验组亲社会行为中的遵守公益性因子、特质性因子和总分(31.33±1.97，16.67±1.03，71.83±2.93)均高于对照组(22.65±1.58，12.59±0.71，59.47±2.18)和干预前(22.00±1.27，12.17±0.75，58.00±1.67)，差异均有统计学意义(F值分别为17.00，36.54，12.71；29.87，13.09，13.12，P值均 < 0.05)。结论基于IMB模型的体育游戏干预能有效促进随班就读IDD儿童亲社会行为的发展。
- 体育和训练 /
- 精神卫生 /
- 社会行为 /
- 干预性研究 /
- 残疾儿童
Abstract: Objective To explore impacts of sports games designed based on the information-motivation-behavioral skills model (IMB) on prosocial behavior in children with intellectual and developmental disabilities (IDD) attending regular classes, so as to provide a theoretical basis for promoting the development of prosocial behavior in school-age IDD children. Methods From February to March 2023, 40 children with intellectual disabilities aged 8-9 who were enrolled in ordinary schools in Beijing were recruited by using WeChat parents to send messages. They were randomly divided into an experimental group (19 before intervention, 17 after intervention) and a control group (19 before intervention, 19 after intervention) by lottery method. During the study period, children in both groups received the same frequency and quality of regular physical activities. The experimental group, in addition, underwent a 13-week sports game intervention based on the IMB model, 4 times a week, each session lasting 50 minutes. The sports game intervention scheme based on IMB model was divided into two modules, including basic training and development training: low-difficulty sports game intervention based on emotion recognition, and medium-low-difficulty and medium-difficulty sports game intervention based on social training such as "prosocial". The Griffith Empathy Measure (GEM) and the Prosocial Behavior Scale for Adolescents (PBSA) were used to assess empathy ability and prosocial behavior levels of children in both groups before and after the intervention. Results After intervention, the cognitive empathy dimension, emotional empathy dimension and total score of GEM in the experimental group (39.15±2.85, 38.54±1.94, 77.69±3.95) were higher than control group (32.18±4.18, 32.28±4.28, 64.56±6.48) and before intervention (33.92±4.94, 31.30±4.61, 65.23±8.47), and the differences were statistically significant (F=12.06, 6.99, 14.90; 8.95, 7.36, 13.22, P < 0.05). After intervention, compliance with public welfare factors, trait factors and total score (31.33±1.97, 16.67±1.03, 71.83±2.93) were higher than control group (22.65±1.58, 12.59±0.71, 59.47±2.18) and before intervention (22.00±1.27, 12.17±0.75, 58.00±1.67), and the differences were statistically significant (F=17.00, 36.54, 12.71; 29.87, 13.09, 13.12, P < 0.05). Conclusions Sports game intervention based on IMB model can effectively promote the development of prosocial behavior of children with IDD attending regular classes.
- Physical education and training /
- Mental health /
- Social behavior /
- Intervention studies /
- Disabled children
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 干预前后智力残疾儿童共情能力评分比较(x±s)

Table 1. Comparison of empathy ability scores of children with intellectual disabilities before and after intervention(x±s)

干预前后	组别	人数	认知共情	情绪共情	共情
干预前	试验组	19	33.92±4.94	31.30±4.61	65.23±8.47
	对照组	19	33.22±4.17	32.00±4.65	65.22±5.38
干预后	试验组	17	39.15±2.85	38.54±1.94	77.69±3.95
	对照组	19	32.18±4.18	32.28±4.28	64.56±6.48
F_时间值			13.41^*	5.25^*	14.24^*
F_组别值			9.51^*	9.79^*	15.99^*
F_{时间×组别}值			12.93^*	8.36^*	17.64^*
注：^*P < 0.05。

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表 2 干预前后智力残疾儿童亲社会行为评分比较(x±s)

Table 2. Comparison of prosocial behavior scores for children with intellectual disabilities before and after intervention(x±s)

干预前后	组别	人数	利他性	关系性	遵守公益性	特质性	亲社会行为
干预前	试验组	19	12.00±0.89	11.83±1.17	22.00±1.27	12.17±0.75	58.00±1.67
	对照组	19	12.18±1.02	11.82±1.13	22.65±1.77	12.22±0.88	58.17±1.35
干预后	试验组	17	13.00±0.89	14.83±0.98	31.33±1.97	16.67±1.03	71.83±2.93
	对照组	19	12.35±1.06	11.88±1.22	22.65±1.58	12.59±0.71	59.47±2.18
F_时间值			5.27^*	2.83	243.38^*	21.17^*	4.57^*
F_组别值			0.34	1.15	29.97^*	5.39^*	13.46^*
F_{时间×组别}值			2.58	2.23	243.38^*	30.89^**	6.45^*
注：^*P < 0.05。

下载: 导出CSV

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